The gradual change in university pedagogy from the traditional face-to-face classroom environment to a mix of in-person and online environments was abruptly accelerated when Covid-19 prohibited classroom interaction. Digital platforms with new ways to stimulate learning and assess knowledge retention had to be developed rapidly and had to be fully accessible via multiple technologies such as computers, tablets and mobile phones. This article reviews the literature on strategies for improving online engagement. It draws on the narrative research perspective of a New Zealand university lecturer to illustrate the implementation of the transition to online teaching. Finally, it uses attendance records for a first-year undergraduate course as a metric to gauge the level of engagement pre-Covid, in a classroom, and during Covid, with a blend of online and in-person teaching. At the beginning of this transition, student participation in online lectures and tutorials decreased significantly and increasingly innovative approaches were needed to boost student interest. Strategies for improving engagement include refashioning ‘real world’ examples for virtual presentation; providing all course content in digital format; using a combination of recorded sessions, web-based links to activities, and online in-person activities; using tools such as Zoom and Teams; adapting online assessments to minimize the challenges of plagiarism while accommodating varying student circumstances. Underpinning these are clear communication of course content, reinforcing theory with practical examples, good planning, entertaining activities and rapid, friendly responses to students in order to mitigate their isolation. Continuous adaptation is key to meeting changing student demands and new technologies.